非洲高等教育中的数字化与人工智能应用：一项探索性研究

Empowering teachers for all learners to thrive Study2026-1 Digitalization and the Use ofArtificial Intelligence in HigherEducation in Africa:An Exploratory StudyIn partnership with January 2026Edited by Quentin Wodon UNESCO – a global leader in education The Global Education 2030 Agenda UNESCO, as the United Nations’ specialized agency foreducation, is entrusted to lead and coordinate theEducation 2030 Agenda, which is part of a globalmovement to eradicate poverty through 17 SustainableDevelopment Goals by 2030. Education, essential toachieve all of these goals, has its own dedicated Goal 4,which aims to“ensure inclusive and equitable qualityeducation and promote lifelong learning opportunitiesfor all.”The Education 2030 Framework for Actionprovides guidance for the implementation of thisambitious goal and commitments. Education is UNESCO’s top priority because it is abasic human right and the foundation for peaceand sustainable development. UNESCO is theUnited Nations’ specialized agency for education,providing global and regional leadership to driveprogress, strengthening the resilience and capacityof national systems to serve all learners. UNESCOglobal challenges through transformative learning,with special focus on gender equality and Africaacross all actions. The International Institute for Capacity Building in Africa (IICBA), a category 1 UNESCO institute, is basedin Addis Ababa. Founded in 1999, it aims to inform education policies, strengthen teacher professionaldevelopment, and build capacity in education institutions, including Ministries of Education. To provideinnovative solutions and scale-up efforts to improve educational outcomes in Africa, IICBA works with arange of partners, including the African Union, UN agencies, other international organizations,development banks, bilateral donors, foundations, teacher organizations, school networks, andnon-profits. The International Centre for Higher Education Innovation under the auspices of UNESCO(UNESCO-ICHEI) is a Category 2 Centre jointly established by UNESCO headquarter and Shenzhen'smunicipal government. UNESCO-ICHEI focuses closely on the UN's Sustainable Development Goal 4(Education 2030 Agenda), leveraging Shenzhen’s strengths in the digital industry. It addresses thedigital transformation needs of developing countries by fostering innovation in higher educationinstitutions through technology and enhancing the digital and AI competenciesof the higher educationworkforce. UNESCO-ICHEI is dedicated to enhancing digital and artificial intelligence competenciesamong higher education professionals and promoting institutional digital transformation to prepare forthe future. Co-published in 2026 by UNESCO IICBA, Addis Ababa, Ethiopia, and UNESCO-ICHEI, Shenzhen, China UNESCO is an open access publisher and therefore uses CCBYSA. Please consult our Terms of use |UNESCO. ©UNESCO & UNESCO-ICHEI Digitalization and the Use ofArtificial Intelligence in HigherEducation in Africa:An Exploratory Study January 2026Edited by Quentin Wodon Table of Contents Acknowledgements ..................................................................................................................................................................................Forward .........................................................................................................................................................................................................Acronyms ......................................................................................................................................................................................................Chapter1: Introduction andOverview ..............................................................................................................................................Part I – Results from Online Surveys .................................................................................................................Chapter2. Digitalization andArtificialIntelligence inAfricanHigherEducation: Results from anOnlineSurveyChapter3. Constraints toDigitalization and theUse ofArtificialIntelligence inHigherEducation: Insights fromDataCollected for theContinentalEducationStrategy forAfrica .................................................................................Part II – Case Studies ..........................................................................................................................................Chapter4. DigitalTransformation inAfricanHigherEducation: CapacityBuildingThroughICT LeadershipandUniversalAcceptanceAdoption .................................................................................................................................................Chapter 5.ThePan-AfricanVirtual andE-University(PAVEU): TransformingAccess toHigherEducation acrossAfrica .................................................................................................